Laurie Anne, Pesco Diane
Department of Education, Concordia University, Montréal, Québec, Canada.
Lang Speech Hear Serv Sch. 2023 Apr 3;54(2):489-503. doi: 10.1044/2022_LSHSS-22-00117. Epub 2023 Jan 30.
Speech-language pathologists need tools that can accurately estimate bilingual children's language abilities and thus help avoid misdiagnoses. This study addresses this need by investigating the accuracy of a novel curriculum-based dynamic assessment of narratives in distinguishing bilingual children with language difficulties (LDs) from children with typically developing (TD) language.
Participants comprised 34 Filipino-English bilingual children attending elementary school in English: seven with LDs and 27 with TD language. All children were assessed on narrative skills relevant to their school curriculum during a dynamic assessment involving a test-teach-test sequence. We then examined how accurately the children's scores on narrative tasks completed during the test phases, and on a modifiability rating scale completed during the teaching phase, discriminated the LD and TD groups.
According to discriminant analyses, logistic regressions, and receiver operating characteristic curve analyses, the modifiability rating classified the children with 97.1% accuracy. Children's scores on the narrative measures following the teaching phase were also better at predicting language group than their initial scores, with the Test of Narrative Language-Second Edition (TNL-2) Narrative Language Ability Index score reaching 100% accuracy at posttest.
The curriculum-based dynamic assessment of narratives shows promise at distinguishing TD language from LD in a group of understudied bilingual children that is rapidly growing in both Canada and the United States. The findings compare favorably to past studies of dynamic assessment and extend this work by integrating curricular goals to the narrative assessment process.
言语语言病理学家需要能够准确评估双语儿童语言能力的工具，从而有助于避免误诊。本研究通过调查一种基于课程的新颖叙事动态评估在区分有语言障碍（LD）的双语儿童和语言发育正常（TD）的儿童方面的准确性来满足这一需求。
参与者包括34名在英语环境中上学的菲律宾 - 英语双语儿童：7名有语言障碍，27名语言发育正常。在一个包括测试 - 教学 - 测试序列的动态评估中，所有儿童都接受了与学校课程相关的叙事技能评估。然后，我们检查了儿童在测试阶段完成的叙事任务得分以及在教学阶段完成的可修改性评分量表上的得分，对区分语言障碍组和语言发育正常组的准确性如何。
根据判别分析、逻辑回归和受试者工作特征曲线分析，可修改性评分对儿童的分类准确率为97.1%。教学阶段后儿童在叙事测量上的得分在预测语言组方面也比他们的初始得分更好，《叙事语言测试第二版》（TNL - 2）叙事语言能力指数得分在测试后达到了100%的准确率。
在加拿大和美国数量迅速增长且研究不足的双语儿童群体中，基于课程的叙事动态评估在区分语言发育正常和语言障碍方面显示出前景。研究结果与过去的动态评估研究相比具有优势，并通过将课程目标整合到叙事评估过程中扩展了这项工作。
